______________________________________________________________________ _______________ Name of FS Student __________ARJEL A. DIONGSON__________________________________ Course ________BSEd _______ Year and Section ______II- A_____________________________ Resource Teacher _______Ruby B. Jonota ____________________________________________ Cooperating School _______SNHS-Old Sagay Extension_________________________________ TARGE T
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Name of FS Student __________ARJEL A. DIONGSON__________________________________
Course ________BSEd_______ Year and Section ______II-A_____________________________
Resource Teacher _______Ruby B. Jonota____________________________________________
Cooperating School _______SNHS-Old Sagay Extension_________________________________
At the end of this activity, I will gain competence in differentiating the characteristics
and needs of learners from different developmental levels.
Preschooler Elementary High school
TARGET
TOOLS
LEARNERS’ DEVELOPMENTAL MATRIX
Development Domain
Indicate age range of children observed:
5-6 years old
Indicate age range of children observed:
8 – 10 years old
Indicate age range of children observed:
12-16 years old
PhysicalGross-motor skills
Fine-motor skills
Self-help skills
They learn how to button their uniforms and tie their shoes. They are restless; they always walk around inside the classroom.
They can complete simple puzzles. They can hold the pencil but they cannot write well.
If they know already about something, they insist to do it on their own. They need supervision from their parents.
They could perform simple dance steps. They could lift their chairs from one place to another.
They can draw simple lines, boxes and shapes.
They can take water from a jug without spilling. They can go to the CR independently. And they can eat their lunch alone using utensils.
They can lift the teacher’s table and the chairs. They can also drag cabinets from one place to another. They can get water from the faucet using containers and sprinklers and then pour it to the plants.
They can construct a sketch and an artistic drawing. They can also write letters with artistic designs.
They can make their own reports. They can play and surf on the computer.
SocialInteraction with Teachers
They always swallow what their teacher is teaching to them. They are dependent from their teacher.
Whenever the teacher asks questions, they raise their right arms before answering but
They sometimes answer in chorus but they share their own ideas about something which is
Interaction with Classmates/Friends
Interests
Their mood is changeable. They quarrel for a while but they become friends again.
They are interested in colorful objects. They always want to do something that they could enjoy such as games, singing and dancing activities.
sometimes they answer directly in chorus.
They like to compete with their classmates. They always want to know the scores of their friends.
They are interested in an oral discussion and in games that makes the class laugh.
related to the topic.
They always go with their friends. They consult something in their classmate before answering to teacher’s question.
They are interested to learn new concepts and ideas by means of a group activity or discussions that are related to them.
EmotionalMoods and temperament, express of feelings
Emotional Independence
They express what they feel. If you look like a good and friendly person to them, they will really make a move that make them close to you.
They cannot control their emotions. If their mother goes somewhere, they easily cry without considering others
They hide their feelings to their peers. They easily bore if the topic is not interesting.
Some can control their emotions. Some frankly tell what they feel for someone.
They are sometimes expressive. If they love the person, they let some students know about their feelings.
They can easily control their emotions; they can hide it.
inside the classroom.
CognitiveCommunication Skills
Thinking Skills
Problem-Solving
They cannot clearly express their idea of something unless guided by their teacher. They listen to a story told by their teacher. They have the idea on the story but they cannot retell it to the class.
They could count numbers from 1-20 in their vernacular language. They always think that teachers are correct. They can easily understand the topic if you show them pictures that they can relate.
They can do simple problems like adding simple numbers and completing simple puzzles.
They always respond to their teacher. Some are active participant and some talk less in the class during the discussion.
They could add, subtract, multiply and divide simple numbers. They think of something that makes us laugh.
They can solve problems independently if it is easy but they ask help from their classmates if they don’t know it.
They could retell stories and answer the teacher’s question.
They could understand complex topics if elaborately discussed by their teacher. They think something related to their topic. And they could distinguish the cause and effect relationship of something.
They can solve problems which are related to their lessons. They can also identify a substance if it is an acid or a base.
ANALYSIS
Level Salient CharacteristicsObserved
Implications to the Teaching-Learning Process
Pre-schoolAge range of learners
Observed: 5-6 years old
Preschoolers have short span of attention and they cannot control their emotions.
Therefore, as teachers we should engage these learners in activities that they can participate and enjoy such as games, role playing, singing and dancing activities.
ElementaryAge range of learners
Observed: 8-10 years old
Elementary students easily bored if the topic is not of their interests. They answer in chorus from teacher’s questions.
Therefore, as teachers we should have a sense of humor in discussing our lessons. We should also lead our learners to have the best student-teacher interaction during the teaching-learning process.
HighschoolAge range of learnersObserved: 12-16 years
old
Highschool students like to share ideas from their own experiences and learnings.
Therefore, as teachers we should guide these students to explore their knowledge.
REFLECTIONS
1. While you were observing the learners, did you recall your own experiences when you
were their age? What similarities or differences to you have with the learners you
observed?
When I was in elementary, I was so different from my classmates. Instead of listening to
the teacher, I used to watch the window looking outside and thinking in depth. On that
time, I was weird because I don’t care about something inside the classroom different
from the learners I had observed.
2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he
help or not help you with your needs (physical, emotional, social, cognitive)? How did
it affect you?
Ma’am Jackielee Anacleto is the teacher that I cannot forget because of some positive
reasons. First, she always implements a zero-cheating management. This means that if
the student will be caught cheating, he/she will be marked zero for that day. Second,
she gives a reward if someone could perfect her exam. And third, she always discussed
every lesson where we can relate as students. Due to these reasons, she inspired me to
study more. In fact, she is one of the reasons why I took education as my profession due
to that because of her, I started to love the teaching profession.
3. Which is your favorite theory of development? How can this guide you as a future
teacher?
The psychoanalytic theory which focuses on the psychosexual stages of personality. As a
future teacher, this theory will guide me on how sexuality starts from a very young age
and develop through various fixations. This theory will also help me to know the
personality of a child from a oral stage until puberty and then going onward.
4. Share you other insights here.
The teacher should relate lessons that are relevant to the needs, problems and interests
of the learners to explore their ideas by engaging them in oral discussions or group
activities where they can participate and will be motivated to learn.
Name of FS Student __________ARJEL A. DIONGSON__________________________________
Course ________BSEd_______ Year and Section ______II-A_____________________________
Resource Teacher _______Ruby B. Jonota____________________________________________
Cooperating School _______SNHS-Old Sagay Extension_________________________________
At the end of this activity, I will gain competence in managing time, space and
resources to provide an environment which is appropriate to the learners and conducive to
learning.
TARGET
TOOLS
Name of the School Observed: ________SNHS-Old Sagay Extension___________
Location of the School : __________Old Sagay, Sagay City___________________
Date of Visit: __________ August 28, 2012__________________________
There are learners that are silent type and there are also learners that are talkative but
these learners cooperate actively in the teaching-learning process.
There are 29 boys and 22 girls in the class. Their age ranges from 12-16. Some students
can manage their own behavior but there are few who really need to be guided by their
teacher.
Most of them can work independently but sometimes it depends upon the complexity of
the test/activity provided by their teacher.
They can focus for a long period of time but their listening skills and ability to concentrate
depend upon on their interest about the topic being presented by the teacher.
CLASSROOM MANAGEMENT MATRIX
Aspect of ClassroomManagement
Description Effect on the Learners(to be filled up after answer the analysis questions)
Specific Areas in the Classroom
There is a comfort room but it is not functional.
Some students become busy going outside and the tendency is their concentration to the lesson will be affected.
Classroom RulesLate students are considered as absent. The room must be always clean.
The students go to school early in order for them not to be late.They become responsible in cleaning the room.
Classroom Procedures
Daily Routines
Seating Arrangement
There’s no such seating arrangement implemented inside the classroom. Every student has the choice to choose in what chair he/she wants to sit.
The tendency is some students feel comfortable and some are not. That will become a disadvantage to some students if taller students want to sit in the front seats and if students with poor eyesight will have no choice but to sit at the back portion of the classroom
due to that most of their classmates wants to sit in front.
Handling misbehavior/off-task behavior
The teacher guides her students to modify their misbehaviors by decreasing points on their attitude and by saying “It is not a good manner to do it.”
Some students do not anymore misbehave because they don’t want that their points would be deducted.
Reinforcement of Positive Behavior
The teacher gives plus points to students who participate actively in every class discussion.
The students are motivated to participate in the discussion in order to get plus points (reward) from their teacher.
1. How did the classroom organization and routines affect the learners’ behavior?
If the classroom organization and routines are implemented well among students, it will
help them lessen their misbehaviors. It will also create a positive outcome in the
teaching-learning process especially on the student-teacher relationship inside the
classroom. And it can motivate the students especially if the classroom is well-
organized.
2. What should the teacher have in mind when she/he designs the classroom
organizations and routines? What theories and principles should you have in mind?
The teacher must consider routines that are best suited to the level of learners he had.
He must also consider a classroom organization that could help build his learners
motivation to learn. Therefore I should have the third guiding principle in the Selection
ANALYSIS
of Teaching Strategies which states that “A non-threatening atmosphere enhances
learning”. This principle focuses on the psychological and physical climate of the
classroom that is supportive for learning. This principle will guide me in setting an ideal
classroom management in the future.
3. Which behavior strategies were effective in managing the behavior of the learners? In
motivating students? Why were they effective?
Behavior strategies like giving rewards to students such as adding plus points on their
quizzes, or a treat for snack. These behavior strategies are effective because the
students will not only be motivated to learn but they will also minimize their
misbehaviors inside the classroom.
1. Imagine yourself organizing your classroom in the future. In what grade/year level do
you see yourself? What routines and procedures would you consider for this level?
Why?
In the future, I see myself teaching in the highschool level specifically in first year. In this
level, I must consider routines and procedures such as assigning them to clean the room
before and after class, motivating them to study by giving rewards and by assigning
them roles inside the classroom so that they will develop a sense of self-responsibility. I
will start the class with a prayer followed by an action song so that they will be
energized and motivated in learning the new lesson.
REFLECTIONS
2. Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?
The room must be clean before the class starts.
Students must wear complete uniform.
Cellphones must be turn off during the discussion.
A student will be given a reward if he/she could perfect the exam.
Every student must be responsible in beautifying the classroom and in
minimizing their voice during discussion.
I choose these rules because I want to develop their sense of self-responsibility
having a good character and discipline inside and outside the classroom.
3. Should learners be involved in making the class rules? Why?
Yes, because class rules must be agreed by the learners. So if you don’t involve them in
making the class rules, there will be having a bias. Remember, what is good for you
might not be good to others. One way of understanding our learners is to involve them
in making the class rules so that there will be unity among them.